2. What is the ETHOS of the setting/ school/ academy/college regarding Children and Young People with Special Educational Needs and Disabilities (SEND)?

It is the aim of the school to include all children, and to enable those with special educational needs to access a broad, balanced & creative curriculum and take part in all aspects of school life. We strive to ensure that all children are safe and healthy, enjoy their education and achieve their potential, recognizing the contribution they can make and their right to economic well-being in adult life.

3. Provide the link to the following policies on the website of the setting/ school/ academy/college

Class teachers monitor the progress of each individual child in our school. They use their assessment knowledge to plan and deliver high quality first teaching and additional help to any child that may need it. Through early intervention, we aim to support pupils whom begin to fall behind age related expectations, to ensure they catch up as soon as possible and do not fall further behind. This is discussed and tracked by the Senior Leadership Team, of which the Special Educational Needs Coordinator (SENCo) is a member. We employ an SEN consultant teacher to support with assessments, support and advice. We also work alongside a wide range of additional agencies including the Inclusion service, Educational Psychologist, Hearing impairment service, School Nurse and Speech and Language Services. These outside agencies support us as we aim to meet individual needs appropriately and allow accurate assessments to be made.

· Evaluate the effectiveness of provision for Children and Young People with SEND?

The effectiveness of provision is evaluated on an ongoing basis both daily as it is delivered and at designated points in each programme cycle by the members of staff delivering them. This allows amendments to be made as required to ensure needs are met fully. Teacher’s, supported by the school Special Educational Needs Coordinator (SENCo), have responsibility to review, renew and deliver interventions and support for all pupils within their class including those with an Individual Education Plan (IEP) and/or Education, Health and Care plan. Half termly assessment data is helps to inform the SENCO of pupil progress.

· Assess and review progress of Children and Young People with SEND?

The data provided by class teacher each half term informs the SENCO of individual pupil progress. Individual Education plans are formally reviewed each term by the pupils alongside their class teachers and new targets set. IEPs are used as working documents by the pupils and staff and are informally reviewed and adjusted as required. IEPs are shared with parents during parents’ evenings and targets are shared. Pupil progress meetings are held on a termly basis to discuss the progress. EHCP reviews pull together information from all agencies involved and set agreed outcomes for a specific child.

6. Who are the best people to talk to in your setting/ school/ academy/college about a Child or Young Persons difficulties with learning/ Special Educational Needs or disability (SEND)?

Parents are asked to approach their child’s class teacher in the first instance alongside Mrs Rowland (SENCo) to discuss any concerns they may have. The school operates an open door policy, although appointments may be required to ensure time can be dedicated to discussions appropriately.

7. What are the different types of support available for Children and Young People with SEND in setting/ school/ academy/college?

Support available includes: • Class teacher input via good/outstanding teaching. • Specific small group interventions, led by teachers or teaching assistants, within the classroom or in our intervention spaces throughout the school. • Speech and Language programme delivered by trained staff. • Emotional Literacy Support from our trained ELSA. • Specified individually designed programmes to support individual needs.

As a school, we have a range of resources and intervention programmes which can be used, when required, to support individuals or groups of children.

8. How will the setting/ school/ academy/college ensure ALL staff are aware and understand a Child or Young Person’s SEND?

Information is shared to all staff during our various briefing sessions; business meetings, staff meetings and lunchtime supervisor briefings. Teachers and Senior managers ensure that information about individual SEND needs are shared. Individual Education Plans are shared with all adults coming into contact with the individual children and are on the child’s table alongside supportive resources daily. New staff benefit from full induction procedures to ensure they are aware of all pupils needs.

9. How will the setting/ school/ academy/college let a parent/ carer know if they have any concerns about their Child or Young Person’s learning?

Parents are invited in to meet with the class teacher and SENCO to discuss any concerns and appropriate actions are agreed upon. Parents’ evenings are also a forum for discussions about concerns if required. IEPs are shared and discussed with parents at parent evenings.

10. How is support allocated to Children and Young People?

The school budget, received from East Riding of Yorkshire Council, includes money for supporting children with SEND. Support is allocated on a needs basis with parental involvement and is reviewed regularly to ensure maximum impact.

11. How does support move between the key stages?

Discussions between class teachers ensure transitions between classes and key stages is smooth. The interventions used for pupils change as necessary to individual needs. Discussions are held with pre-school providers and with Secondary schools to ensure a smooth transition.

12. Which other people and organisations provide services to Children and Young People with SEND in your setting/ school/ academy/college?

Local Authority Inclusion Services

SaPTS

Speech and Language Services

Physiotherapy

Children’s Centre support workers

School Nurse /Health Visitor

Educational Psychologist

Behaviour Support Team

Special Needs consultant

13. What training have staff received to support Children and Young People with SEND?

The SENCO receives regular Local Authority training and attends the SEN Forums and Conferences. She has completed the National SENCO Award. Specialist Agencies are called upon to deliver training to Teachers and TAs as appropriate and relevant to the pupils in the school at the current time, in particular relating to speech and language, physiotherapy, Autism, emotional literacy support, Asperger’s, Downs Syndrome and medical needs. This training will be topped up as required and tailored to our pupils. As a staff, regular meetings ensure strategies and experiences are shared to ensure consistency.

14. How will teaching be adapted for a Child or Young Person with SEND?

Teaching is differentiated in the classroom to match the needs of the individual pupils. Additional adult support is used to support learners in small groups and on an individual basis. Practical and multisensory resources are used as appropriate.

15. What support is available for parents/ carers of a Child or Young Person with SEND?

We operate and open door policy and would like parents to talk to their child’s class teacher regularly so that we know what your child is doing at home and we can tell you about what they are doing in school. The SENCo or Head teacher is available to meet with you to discuss your child’s progress or any concerns/worries you may have. All information from outside professional will be shared with you alongside IEPs as they are reviewed.

16. How is the setting/ school/ academy/college’s physical environment accessible to Children and Young People with SEND?

Disabled/wheelchair access. Disabled toilet. Specially designed equipment is purchased as necessary to provide

support for example, keyboards, writing slopes, pencil grips.

17. What facilities are available for Children and Young People with SEND on the setting/ school/ academy/college site e.g. special quiet room, lunchtime club?

The school currently has play leaders to facilitate play at lunchtimes which allows pupils access to organised play and games. We have a range of afterschool/morning clubs and have a quiet space ‘The Chatterbox’ available.

18. How will Children and Young People be supported during transitions? (when moving to another setting/ school/ college or between classes/ groups in the setting/ school/ college)

We have meetings with the pre-school for new starters. SEND information is requested from previous settings. Several opportunities are provided for pre-school children to visit school and familiarise themselves with staff and the setting.

The SENCO and Year 6 Teacher meets with the secondary school Special Needs Manager to discuss the specific needs of individuals and additional transitions sessions are arranged if required.

A transition morning is arranged to pupils to meet their new teachers. Teachers discuss the pupils before the end of the summer term and IEPs are updated and handed over to teachers at this point.

19. What kinds of Special Educational Needs are provided for at Leven include:

Communication and Interaction

Cognition and learning

Social, Emotional and Mental Health difficulties

Sensory and/or Physical / Medical needs

Behavioural

19. The support that is available to improve the emotional and social development of children with Special Educational Needs at Leven includes:

A worry box is available in each classroom for children to share their anxieties. These are followed up by class teachers and TAs. Social language groups are used to develop social interaction for children with SEN.

A chatterbox room is available at breaktime for children who want to talk to an adult.

20. The support that is available to improve the emotional and social development of children with Special Educational Needs at Leven includes: